STUDENT LEARNING ASSESSMENT PROGRAM
SUMMARY FORM AY 2010-2011
Degree and
Program Name:
Bachelor of Science in Business – Business Core
Submitted By:
Christie Roszkowski
Associate Chair, School of Business
Please complete a separate worksheet for each academic program (major,
minor) at each level (undergraduate, graduate) in your department.
Worksheets are due to CASA this year by June 15, 2011. Worksheets
should be sent electronically to kjsanders@eiu.edu and should also be
submitted to your college dean. For information about assessment or help
with your assessment plans, visit the Assessment webpage at
http://www.eiu.edu/~assess/ or contact Karla Sanders in CASA at 581-6056.
PART ONE
What are the learning
objectives?
1.
How, where, and when are
they assessed?
What are the expectations?
What are the results?
Committee/ person
responsible? How are
results shared?
Associate Chair coordinates
administration of ETS Major
Field Test and organizes and
reports results to Business
Curriculum Committee
Associate Chair coordinates
administration of ETS Major
Field Test and organizes and
reports results to Business
Curriculum Committee
Associate Chair coordinates
administration of ETS Major
Field Test and organizes and
reports results to Business
Curriculum Committee
Associate Chair coordinates
administration of ETS Major
Field Test and organizes and
reports results to Business
Curriculum Committee
Demonstrate basic knowledge of functional areas of business.
1.1. Demonstrate knowledge of
basic financial and managerial
accounting terminology, theory,
and principles.
ETS Major Field Test in
Business administered each
semester in BUS 4360
Students’ mean score will
be at or above the national
mean
 EIU Mean
 FA 10: 47%
 SP 11: 43%
 National Mean: 45.1%
1.2. Demonstrate knowledge of
basic finance terminology,
theory, and principles.
ETS Major Field Test in
Business administered each
semester in BUS 4360
Students’ mean score will
be at or above the national
mean
 EIU Mean
 FA 10: 57%
 SP 11: 45%
National Mean: 43.9%
1.3. Demonstrate knowledge of
basic management terminology,
theory, and principles.
ETS Major Field Test in
Business administered each
semester in BUS 4360
Students’ mean score will
be at or above the national
mean
 EIU Mean
 FA 10: 54%
 SP 11: 56%
National Mean: 58.4%
1.4. Demonstrate knowledge of
basic marketing terminology,
theory, and principles.
ETS Major Field Test in
Business administered each
semester in BUS 4360
Students’ mean score will
be at or above the national
mean
 EIU Mean
 FA 10: 51%
 SP 11: 54%
National Mean: 56.3%
2.
Recognize and analyze ethical and legal issues in the business decision-making process.
2.1. Articulate relevant ethical
principles and values from
the perspectives of various
business stakeholders and
apply those theories in
making and assessing
business decisions;
2.2. Compare and contrast the
characteristics of business
structures/legal entities;
2.3. Apply fundamental
principles of tort, contract,
agency, intellectual
property, and employment
law in analyzing business
decisions;
 Embedded assignment in
BUS 4360
 FA10: Written
assignment piloted in
SU10 was used in all
sections of BUS 4360
 SP11: Oral debates on
ethical issues in one
section of BUS 4360
Embedded objective test
questions administered each
semester in BUS 2750
Embedded objective test
questions administered each
semester in BUS 2750
At least 70% of the
students will score
proficient or better
based on ethics rubric
70% average scores on
questions across all
sections
70% average scores on
questions across all
sections
 SU10: 60.6% of the students
scored proficient or better
 FA10: 70.3% of the students
scored proficient or better
 SP11: Average scores
were3.6 (on a 6 point scale).
Due to scale used on the
rubric, proficiency was not
clearly defined
Average scores across all sections:
 FA10: 73.5%
 SP11: 74.9%
Average scores across all sections:
FA10
 Torts: 77.7%
 Contracts: 87.6%
 IP: 71.6%
 Employment: 84.5%
 Agency: 65.8%

SP11
 Torts: 78.3%
 Contracts: 87.5%
 IP: 68.5%
 Employment: 83.1%
 Agency: 60.3%
Assignment developed or
selected by BUS 4360 faculty
(submitted to Business
Curriculum Committee for
review); results reported to
Business Curriculum
Committee.
Faculty teaching BUS 2750
develop questions
(submitted to Business
Curriculum Committee for
review) and administer each
semester; Dr. Denise Smith
organizes and reports results
to Business Curriculum
Committee
Faculty teaching BUS 2750
develop questions
(submitted to Business
Curriculum Committee for
review) and administer each
semester; Dr. Denise Smith
organizes and reports results
to Business Curriculum
Committee
3.
Understand the role of technology in organizations and use technology effectively.
3.1. Demonstrate competency in
business productivity
software (e.g., Microsoft
Office);
3.2. Effectively use technology
tools to analyze business
information (e.g.,
spreadsheets, databases,
financial calculators);
3.3. Analyze, design, and develop
a small relational database
using a current
development methodology.
Excel and Access hands-on
tests administered in BUS 1950
in FA10 and SP11
70% average scores on
both exams across all
sections
Average scores across all sections
FA 10
 Excel: 81.9%
 Access: 85.3%
SP 11
 Excel: 74.6%
 Access: 85.9%
 Embedded capital
budgeting final exam
problem in BUS 3710 in
FA10 (4 sections) and SP11
(2 sections)
 Embedded case analysis in
BUS 3950
70% average scores on
all questions across all
sections
 BUS3710 problem average scores
(across all sections)
 FA10: 74.2%
 SP11: 68.0%
 BUS3950 case: data collected but
organization and analysis not
complete
Database design and
development project in all
sections of BUS 3500 in FA10
and SP11
70% of students will
score proficient or better
based on Database
Rubric
Results of all database projects
 FA10: 87.9% of students scored
proficient or better
 SP11: 90.8% of students score
proficient or better
Faculty teaching BUS 1950
administer tests; BUS 1950
coordinator organizes and
reports results to Business
Curriculum Committee
 Faculty teaching BUS 3710
develop questions
(submitted to Business
Curriculum Committee for
review) and administer; Dr.
Patrick Lach organizes and
reports results to Business
Curriculum Committee
Faculty teaching BUS 3500
develop project (submitted to
Business Curriculum Committee
for review) and assess using
Database Rubric. MIS Assistant
Chair organizes and reports
results to Business Curriculum
Committeee.
4.
Communicate effectively.
4.1 Write effective business
communications
appropriate for the
audience;
4.2. Prepare and give a formal
oral presentation
appropriate for the
audience;
 Embedded writing in
assignment in BUS3950 in
FA10 (2 sections) and SP11
(4 sections)
 Sampling of business
student submissions to the
Electronic Writing Portfolio
(samples taken from
submissions during calendar
year 2010)
70% of students will score
proficient or better based on
School of Business Writing
Rubric
 BUS3950 writing
assignment
 Based on a random
sample of 39 students,
83.9% scored proficient
or better
 EWP writing samples
 Based on a sample of 40
students, 50% scored
proficient or better
Embedded oral presentation
in selected sections of BUS
3200 and BUS 4360 in FA10
and SP11
[See Part III for discussion of
pilot of pre/post assessment
in BUS 3200]
70% of students will score
proficient or better based on
School of Business Oral
Presentation Rubric
Based on a random sample of
54 oral presentations, 58.6%
were assessed at proficient or
better
 Faculty teaching BUS
3950 assess assignments
and forward copies of
assignments and results
to Chair of the Business
Curriculum Committee.
 Faculty committee
evaluates sample of
assignments and reports
results to Business
Curriculum Committee
 Associate Chair arranges
taping of presentations
 Faculty committee
evaluates sample of
taped presentations and
reports results to
Business Curriculum
Committee
PART TWO
Describe what your program’s assessment accomplishments since your last report was submitted. Discuss ways in which you have responded to
the CASA Director’s comments on last year’s report or simply describe what assessment work was initiated, continued, or completed.

The School of Business was successful in maintaining AACSB accreditation. Because much of the review focused on assessment of the
core curriculum, the School considers accreditation to be an affirmation of its accreditation efforts and processes. This academic year
was one of transition for the School of Business Curriculum Committee which is responsible for the business core curriculum. A new
Committee chair was elected and two faculty members (of five faculty members) were newly elected to the Committee. Because Dr.
Richard Flight, the new Committee chair, provided strong leadership in the assessment area, the Committee was able to build on past
progress. The fact that the Committee was able to continue effective assessment activities notwithstanding the personnel change in the
Committee is evidence that assessment has become an integral part of the School.

The Curriculum Committee succeeded in better managing and organizing assessment data during the last year:
 The School of Business was able to purchase a server for assessment data with private funds donated for that purpose. The server
provides a centralized site for assessment data and has sufficient capacity to allow easy storage and retrieval of video data.
 The School of Business has devoted a central file for storage of non-digital data. A clerical staff member has been working with the
Curriculum Committee Chair and School of Business Associate Chair to organize those data including cross-referencing to the digital
data.
 During the past academic year, faculty in courses designated for assessment data collection provided data to the Curriculum
Committee for both fall and spring semesters. In the past, data generally were provided for only one semester.
 The Curriculum Committee began using submissions to the Electronic Writing Portfolio as a source of information for assessing
written communication.
These changes have enabled the Curriculum Committee to focus on analyzing data rather than on the logistics of collection.

School of Business faculty, working with the Curriculum Committee, successfully developed several new assessment activities since the
last report:
 As noted in last year’s report, assessment of ethics was piloted in BUS4360 Strategy and Policy (the capstone course for the core) in
SU10. One of the BUS 4360 faculty members added a written assignment requiring ethical analysis of a business issue that was
evaluated using a rubric adapted from one developed by the Graduate Committee. Data drawn from the assessment of the
assignment in FA10 are incorporated in this report. The rubric further was used at the SP11 assessment retreat to assess oral debates
on ethical issues that were taped in other sections of BUS 4360 in SP11. These data also are included in this report.
 As part of last year’s assessment, faculty in BUS3950 Operations Management assessed students’ use of computer software
(spreadsheet software) in conjunction with a homework assignment. While the results showed students were able to use the
spreadsheet technology, they also showed weaknesses in students’ quantitative analysis and reasoning. In SP11, a BUS3950 faculty
member began development of a quantitative analysis rubric and piloted its use on an assignment similar to that used in the previous
year.
 Based on recommendations following last year’s assessment of oral communication, a faculty member piloted preliminary critiquing
of oral presentations in BUS 3200. After taping practice sessions of student presentations, the faculty member watched the tapes
with the students and critiqued and provided recommendations to the students. As part of the assessment retreat, a faculty
committee reviewed tapes of both the preliminary and final presentations. Results are shown on the next page.
Pre/Post Oral Communication Presentations
Assessment
Criteria
Organization
Language
Content
Nonverbal Delivery
Verbal Delivery
Total Average
Preliminary Presentation
(Pre-critiquing and coaching)
4 point scale
2.09
2.43
1.96
1.89
1.89
2.05
Final Presentation
(Post-critiquing and coaching)
4 point scale
2.82
2.89
2.86
2.70
2.52
2.76
Percent
Change
25.9%
16.0%
31.3%
29.8%
24.8%
25.5%
Response to CASA comments from last year
 The School continued to use the ETS Field Test in Business focusing on the Assessment Indicators that provide scores by subject area.
Last year, the Committee recommended that that the School purchase supplemental data from ETS to provide more in-depth
information. In FA10, however, ETS substantially revised the exam. It was decided to postpone obtaining the supplemental information
until data from the revised test were available. In SU11, the School will request the supplemental data for the test administration in
FA10, SP11, and SU11. Depending on the value of that information—taking into consideration the cost—the Committee will determine
whether the test provides data that are sufficiently useful to justify continued use of the test.
 Indirect data. The School has collected indirect assessment data through surveys conducted in BUS4360. Because of AACSB’s intense
focus on direct assessment data, the School has not been using those data for the last two years. These data will be used as part of next
year’s reporting.
 Adopting more specific expectations. The Business Curriculum Committee will consider adopting more specific expectations in FA11.
PART THREE
Summarize changes and improvements in curriculum, instruction, and learning that have resulted from the implementation of your assessment
program. How have you used the data? What have you learned? In light of what you have learned through your assessment efforts this year and
in past years, what are your plans for the future?

Based on data collected for Learning Objective 2.1, the Committee plans to develop a more systematic approach to ethics in the core
curriculum.
 The Holley Ethics Professor has agreed to assist the Committee in revising the ethics rubric. The revised ethics rubric will be shared
with all faculty.
 The faculty teaching BUS2750 Legal and Social Environment of Business have agreed to reorganize and revise the material used for
the introductory module in ethics in FA11.




 The Curriculum Committee will review ethics coverage in the core curriculum (data were collected in SP11 by the Holley Ethics
Professor) and make changes if needed, including changes in assessment.
Based on assessment data collected for Learning Objective 3.1 – which generally show that students in BUS1950 are proficient in using
Excel and Access – the faculty teaching BUS1950 have added new applications and skills in these areas for the upcoming year.
The Business Curriculum Committee will share the data collected for Learning Objective 4.2 (requiring a preliminary presentation
involving critiquing and coaching) with faculty, , and will encourage faculty to use critiquing and coaching to improve presentation skills
particularly in mid-level courses.
The Curriculum Committee will review the pilot data collected in BUS3950 concerning quantitative analysis and reasoning.
 The Committee plans to add a new learning objective focusing on analysis and/or critical thinking and will determine appropriate
assessment of the objective.
 The Committee plans to revise and improve the quantitative reasoning rubric used in BUS3950.
 The Committee will share the information gathered, as well as the revised rubric, with all faculty and will encourage faculty to
emphasizes the skills throughout the core curriculum.
The Curriculum Committee will review its rubric and expectations concerning written communication. Assessment results from the
assessment retreat are significantly lower than results from business faculty. It appears that some anchoring may be needed as well as
analysis of appropriate expectations for students.
Attachments:
Ethical Analysis Rubric
Quantitative analysis rubric (first draft)
Ethical Analysis Rubric
Emerging
1 --------------------------2

1. Identification of
Ethical Issues
2. Consideration of
Stakeholders
3. Analysis of Issue
from Multiple Ethical
Theories or
Perspectives

Provides little or no discussion of
ethical
dilemma or relevant facts Does not
identify the ethical issues or
inaccurately identifies the ethical issue


Does not identify stakeholders
Inaccurately identifies stakeholders

Provides cursory analysis of ethical
issue and/or analyzes issue from one
theory/perspective
Fails to identify and describe
appropriate ethical
theories/perspectives 
Applies ethical theory/perspective in
simplistic or mechanical way



4. Discussion of
Options

5. Proposal of Decision


Fails to identify options for resolving
dilemma or identifies only one option
for resolving dilemma
Limited or no incorporation of ethical
theories/perspectives and
consideration of stakeholders
Fails to propose decision for
resolution or proposes decision for
resolution with little or no support
Fails to relate proposed decision to
analysis of issues and options
Developing
3 --------------------------4


Discusses the ethical dilemma including
some relevant facts
Identifies ethical issue but may be
unclear or incomplete



Identifies stakeholders but may ignore
some stakeholders 
Identifies or implies potential impact
on stakeholders




Adequately analyzes issues applying
multiple ethical theories/perspectives
Describes appropriate ethical
theories/perspectives but description
may be unclear or inaccurate 
Applies ethical theories/perspectives of
theories but fails to fully clarify issues
or provide basis for decision-making








Describes at least two options for
resolving dilemma 
Discusses some potential ramifications
of options
Incorporates ethical
theories/perspectives and consideration
of stakeholders but discussion may be
unclear, disjointed or superficial
Proposes decision for resolution
supported by reasoning 
Relates proposed decision to analysis
of issues and options 
May provide some suggestions for
implementation
Mastering
5 --------------------------6


Fully discusses the ethical dilemma
including all relevant facts
Clearly states the primary ethical
issues Identifies secondary and
implicit issues


Clearly identifies all stakeholders
Fully discusses potential impact on
stakeholders

Thoroughly analyzes issue applying
multiple appropriate ethical theories
Clearly and accurately describes
appropriate ethical
theories/perspectives 
Fully applies ethical
theories/perspectives to facts
clarifying issues and providing basis
for decision-making









Clearly identifies and describes
various
options for resolving dilemma
Clearly discusses potential
ramifications of various options
Effectively integrates various ethical
theories/perspectives and
consideration of stakeholders in
discussion of options
Clearly proposes decision for
resolution supported by logical and
thorough reasoning 
Proposed decision fully integrates
analysis of issues and options 
Formulates clear implementation plan
Quantitative Reasoning Rubric
Objectives
Emerging
1------------------------2
Infrequently selects the correct
mathematical procedures to
analyze data.
Developing
3------------------------4
Generally selects the correct
mathematical procedures to
analyze data.
Mastering
5------------------------6
Consistently selects the correct
mathematical procedures to
analyze data.
Analysis
Infrequently performs the analysis
correctly.
Generally performs the analysis
correctly.
Consistently performs the analysis
correctly.
Interpretation
Infrequently interprets quantitative
measures accurately.
Generally interprets quantitative
measures accurately.
Consistently interprets quantitative
measures accurately.
Application
Infrequently utilizes quantitative
measures to make informed
decisions in a variety of contexts.
Generally utilizes quantitative
measures to make informed
decisions in a variety of contexts.
Consistently utilizes quantitative
measures to make informed
decisions in a variety of contexts.
Selection
Comments:
Total:
[Adapted from rubric developed at St. John’s University]
Score